Whole Language in a Foreign Language Class
From Theory to Practice
Bibliographic Data
| ID | 8937389 |
|---|---|
| Authors | David Schwarzer (The University of Texas at Austin, corresponding author) |
| Year | 2001 |
| Volume | 34 |
| Issue | 1 |
| Pages | 52-59 |
| Publication date | 2001-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2001.tb02802.x |
| OpenAlex | W2039964377 |
| Language | EN |
| Citations received | 7 |
| References cited | 9 |
Absteact. Theoretical perspectives from related disciplines such as early childhood education, bilingual education, and English as a second language education can be valuable in a foreign language education context. This article presents eight philosophical principles needed for implementing a whole language philosophy in a foreign language class and a description of the author's whole language foreign language class (WLFLC) as a practical example. The article outlines the three basic components needed to establish a WLFLC: (1) the classroom setting; (2) the resource books used in the class; and (3) the schedule of instructional activities for the class. The author also presents a description of four major activities used in this WLFLC: (1) language projects; (2) reading children's literature in the foreign language; (3) dialogue journal writing; and (4) portfolio assessment. General conclusions about implementing a whole language philosophy in a foreign language class are provided
Class (philosophy · Comprehension approach · Context (archaeology · Epistemology · Foreign language · Language assessment · Language education · Language industry · Language transfer · Linguistics · Mathematics education · Pedagogy · Philosophy of language · Second-language attrition · Sociology · Sociology of language · Teaching method · Whole language · Artificial Intelligence · Computer Science · Education and Critical Thinking Development · Education Methods and Practices · Educator Training and Historical Pedagogy · History · Psychology
Motivating rural EFL students in multimodal teaching
The potential formative benefits of portfolio assessment in second and foreign language writing contexts
I don’t like to ask for charity
Bridging Language Education and “New Literacy Studies”
Student and Teacher Strategies for Communicating through Dialogue Journals in Hebrew
Heritage Language Instruction at the College Level
A Qualitative Assessment of a Foreign Language Whole Language Class
Literacy
The sources of a science of education
The origins of intelligence in children.
The input hypothesis
Children's Language and Learning
The Whole Language Approach in the FLES Classroom
Development and Implementation of Student Portfolios in Foreign Language Programs
Practical Whole Language Strategies for Secondary and University‐Level FL Students
Dialogue Journals
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,3 |
| Citation span | 2003 - 2025 (23) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |